REFLECTIONS OF YOUNG LANGUAGE LEARNERS ON DIVERSITY DIMENSIONS IN EFL CLASSROOMS

Öne sürülen tek kültürlü ve tek dilli profilin aksine, gerçekte sınıflar oldukça çeşitlilik göstermektedir. Bu çalışma İngilizce'nin yabancı dil olarak öğretildiği sınıflarda çocukların çeşitlilik konusuna nasıl yaklaştığını alan yazını taraması, öğrenci ve öğretmen görüşleri ile ele almaktadır. Türkiye'nin üç ayrı ilinde altmış iki 4. ve 5. Sınıf öğrencisi çalışmaya katılmıştır. Öğrenciler İngilizce derslerinde çeşitlilik faaliyetlerini tamamlamışlar, ardından İngilizce öğretmenleri ile yüz yüze görüşmeler yapılmıştır. Bulgulara göre, erkek ve kız öğrenciler cinsiyet klişelerini farklı derecelerde ifade etmişlerdir. Yabancı dil öğretimi müfredatının çokkültürlülük konularını sadece kültürel içerik sunmaktan öte daha derinlemesine ve kültürel uygulamaları karşılaştırarak ele alması önerilmektedir

İNGİLİZCE'NİN YABANCI DİL OLARAK ÖĞRETİLDİĞİ SINIFLARDA ÇOCUKLARIN TOPLUMSAL ÇEŞİTLİLİKLERE İLİŞKİN DÜŞÜNCELERİ

Despite the proclaimed mono-cultural and mono-linguistic profile, in reality, diversity lies at the core of classrooms. This paper outlines the literature on diversity in young learners' classrooms followed by student and teacher reflections on diversity issues in the EFL context. Sixty-two primary school students studying at the 4th and 5th grade in three different cities of Turkey participated in the study. The students completed diversity tasks in their English language classrooms, and language teachers were interviewed about their observations of young learners' perceptions. The findings reveal that boys and girls perceive gender stereotypes with varying differences. It is suggested that the foreign language curriculum and instruction integrate multicultural issues at a deeper level, not only delivering the cultural content, but also reflecting and comparing the cultural practices

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